| School/Faculty/Institute | Faculty of Arts, Design and Architecture | ||||
| Course Code | ARC 474 | ||||
| Course Title in English | Playful Spaces | ||||
| Course Title in Turkish | Oyuncu Mekanlar | ||||
| Language of Instruction | |||||
| Type of Course | Lecture | ||||
| Level of Course | Advanced | ||||
| Semester | Fall | ||||
| Contact Hours per Week |
|
||||
| Estimated Student Workload | 126 hours per semester | ||||
| Number of Credits | 5 ECTS | ||||
| Grading Mode | Standard Letter Grade | ||||
| Pre-requisites |
ARC 202 - Architectural Design IV | INT 202 - Interior Design II |
||||
| Expected Prior Knowledge | 4 semesters of design studio | ||||
| Co-requisites | None | ||||
| Registration Restrictions | Only Undergraduate Students | ||||
| Overall Educational Objective | To increase one’s intellectual knowledge and design skills through gaining multi-disciplinary knowledge about children’s place in society, child development, children’s play, child-friendliness and children’s spaces by exploring, analyzing and discussing child-oriented research and architectural design practice. | ||||
| Course Description | This course provides basic knowledge on contemporary principles and approaches that should be effective in the design of child-friendly/playful spaces. The course has 3 modules. In the first module (Being a child), general knowledge on child's place in society, children’s physical, cognitive, emotional and social development and children’s play will be given. In the second module (Being Child-friendly), children's spaces from different geographies, having different scales and different functional features will be examined and detailed information will be given about child-friendly architectural practices and research. In the final module (Being a child in the future), students will be equipped with critical knowledge that will enable them to develop their own creative scenarios on how children's everyday spatial experiences can be enriched and how children can be seamlessly integrated with the spaces of the future. | ||||
| Course Description in Turkish | Bu ders, çocuk dostu/oyuncu mekanların tasarımında etkili olması gereken çağdaş ilke ve yaklaşımlara ilişkin temel bilgileri 3 modülde sunmaktadır. llk modülde (Çocuk Olmak) çocuğun toplum içerisindeki yeri, fiziksel, bilişsel, duygusal ve toplumsal gelişimi ve oyun konularında genel düzeyde multidisipliner bilgi verilecektir. İkinci modülde (Çocuk Dostu Olmak) farklı coğrafyalardan, farklı ölçeklerde ve farklı işlevsel özellikler taşıyan çocuk mekanları incelenecek ve çocuk dostu mimari uygulamalar ve araştırmalar hakkında detaylı bilgi verilecektir. Son modülde (Gelecekte Çocuk Olmak) ise, öğrencilere, çocukların gündelik mekansal deneyimlerinin nasıl zenginleştirilebileceğine ve çocukların geleceğin mekanları ile nasıl bütünleşebileceklerine dair kendi yaratıcı senaryolarını geliştirme yetisi kazandıracak eleştirel bilgi sağlanacaktır. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) 1. recognize the differences between designing for kids and designing for adults; 2) 2. comprehend the concept of child-friendliness in interior, architectural and urban design 3) 3. acknowledge children’s play and its impact upon children’s spaces 4) 4. think critically towards child-oriented architectural practice and research 5) 5. generate creative and critical design scenarios for children’s spaces in different spatial scales |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|---|
| 1) Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. | |||||
| 2) Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | |||||
| 3) Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. | |||||
| 4) Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. | |||||
| 5) Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. | |||||
| 6) Internalization and dissemination of professional ethical standards. | |||||
| 7) Demonstration of competence in information technologies, and the ability to use computer and other technologies for purposes related to the pursuit of knowledge in psychology and the broader social sciences. | |||||
| 8) Skills to communicate the knowledge of psychological science effectively, in a variety of formats, in both Turkish and in English (in English, at least CEFR B2 level). | |||||
| 9) Recognition, understanding, and respect for the complexity of sociocultural and international diversity. | |||||
| 10) Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | |||||
| 11) Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. | |||||
| 12) Ability to acquire knowledge independently, and to plan one’s own learning. | |||||
| 13) Demonstration of advanced competence in the clarity and composition of written work and presentations. |
| N None | S Supportive | H Highly Related |
| Program Outcomes and Competences | Level | Assessed by | |
| 1) | Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. | N | |
| 2) | Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | N | |
| 3) | Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. | H | Exam,HW,Participation |
| 4) | Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. | N | |
| 5) | Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. | N | |
| 6) | Internalization and dissemination of professional ethical standards. | N | |
| 7) | Demonstration of competence in information technologies, and the ability to use computer and other technologies for purposes related to the pursuit of knowledge in psychology and the broader social sciences. | N | |
| 8) | Skills to communicate the knowledge of psychological science effectively, in a variety of formats, in both Turkish and in English (in English, at least CEFR B2 level). | N | |
| 9) | Recognition, understanding, and respect for the complexity of sociocultural and international diversity. | S | Participation |
| 10) | Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | S | HW,Participation |
| 11) | Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. | N | |
| 12) | Ability to acquire knowledge independently, and to plan one’s own learning. | S | Exam,HW |
| 13) | Demonstration of advanced competence in the clarity and composition of written work and presentations. | H | Exam,HW |
| Prepared by and Date | AHU SÖKMENOĞLU , August 2021 |
| Course Coordinator | AKTS1 |
| Semester | Fall |
| Name of Instructor | Öğr. Gör. AHU SÖKMENOĞLU |
| Week | Subject |
| 1) | Introduction and General Overview to the Class + Syllabus Review Introduction to Playful Spaces |
| 2) | Children’s Place in Society |
| 3) | Child Development |
| 4) | Play and Playfulness |
| 5) | [Exploring “Playfulness”]: creative sketches/diagrams about children and play |
| 6) | Child-friendly @ Home |
| 7) | Child-friendly @ School |
| 8) | Urban Playground |
| 9) | Outdoor Play, Playscapes |
| 10) | [Designing for “Playfulness”]: creative scenarios about play @Home, School and in the City |
| 11) | Eco Perspectives for Children’s Spaces |
| 12) | Participatory Perspectives for Children’s Spaces |
| 13) | Critical Perspectives for Children’s Spaces |
| 14) | [“Playfulness” in the future]: creative and futuristic scenarios about children’s spaces |
| 15) | Final examination period |
| 16) | Final examination period |
| Required/Recommended Readings | Bernard Van Leer Foundation. (2019). Infant, Toddler, Caregiver-Friendly Neighbourhood (ITCN) Framework and Guidelines. https://bernardvanleer.org/publications-reports/infant-toddler-caregiver-friendly-neighbourhood-itcn-framework-and-guidelines/ Brown, F. (ed.) (2002). Playwork - Theory And Practice. Open University Press. Brown, S. (2010). Play : How it Shapes the Brain, Opens the Imagination, and Invigorates the Soul. Penguin Publishing Group. Castella, K. (2018). Designing for Kids Creating for Playing, Learning, and Growing. Routledge Dudek, M. (2006). Children's Spaces. London: Routledge. Else, P. (2009). The Value of Play. London: Bloomsbury Gill, T. (2007). No Fear: Growing Up in a Risk-Averse Society. London: Calouste Gulbenkian Foundation. Gill, T. (2021). Urban Playground: How Child-Friendly Planning and Design Can Save Cities. London: Riba Publishing. Hack Learning Series, https://www.amazon.com/gp/product/B097KNHYBQ?ref_=dbs_dp_rwt_sb_tpbk&binding=paperback Hare, R. L. And Dillon, R. (2019). The Space: A Guide for Educators. Blend Education. Hudson, M. (2019). Planning Learning Spaces: A Practical Guide for Architects, Designers and School Leaders. Laurence King Publishing. Masiulanis K., Cummins E.(2017). How to Grow a Playspace: Development and Design. London: Routledge Nair, P. (2009). The Language of School Design: Design Patterns for 21st Century Schools. Education Design Architects. Nair, P. (2014). Blueprint for Tomorrow: Redesigning Schools for Student-Centered Learning, Harvard Education Press. Nair, P. (2020). Outdoor Learning: Leaving the Classroom Behind. Independently Publıshed by Association for Learning Environments. O'Donnell Wicklund Pigozzi, Peterson Mau, B. (2010). The Third Teacher: 79 Ways You Can Use Design to Transform Teaching & Learning. Abrams. | |||||||||||||||
| Teaching Methods | The course will have presentations by the instructor as well as extensive discussions by the class and in-class assignments. The course follows the ‘Flipped classroom’ model, with all readings available to the students prior to class. | |||||||||||||||
| Homework and Projects | 3 Individual Projects | |||||||||||||||
| Laboratory Work | - | |||||||||||||||
| Computer Use | Yes | |||||||||||||||
| Other Activities | In-Class Assignments | |||||||||||||||
| Assessment Methods |
|
|||||||||||||||
| Course Administration |
ahusokmenoglu@gmail.com - Students are required to attend % 70 of the classes in theoretical courses. Consequently, absenteeism exceeding 4 weeks (classes) will result in failure. %70 Attendance is essential for this course. Most of the class time will be allocated to discussion of weekly topics. Students have to be prepared and upload their weekly assignments before coming to class late submissions take points off. All students are responsible for behaving personally and academically in a way that is expected from a university student. That behavior includes but is not limited to respecting views and ideas of peers; not being involved in discriminating behavior concerning race, religious beliefs, sexual orientation; always using one’s own ideas in their projects. Academic Dishonesty and Plagiarism: YOK Disciplinary Regulation. |
|||||||||||||||
| Activity | No/Weeks | Hours | Calculation | ||||
| No/Weeks per Semester | Preparing for the Activity | Spent in the Activity Itself | Completing the Activity Requirements | ||||
| Course Hours | 14 | 1 | 3 | 1 | 70 | ||
| Homework Assignments | 14 | 4 | 56 | ||||
| Total Workload | 126 | ||||||
| Total Workload/25 | 5.0 | ||||||
| ECTS | 5 | ||||||